This study specifically focuses on the impact of social interaction among learners on academic performance in literacy centres in Kumbotso local government area, Kano state. Two (2) literacy centres were purposively selected and used for this research work. Three (3) research questions were raised and answered in this study. The research design used in this study was survey research design. Simple random sampling technique was used to select 100 learners from the 2 selected literacy centres. Data was collected using 11 items questionnaire and analyzed using frequency, percentages and tables. The study revealed that social interaction or relationship influence learners’ participation in their academic performance, psychological characteristics serve as determinants of participation in learners’ academic performance, and also, economic reasons influence learners’ participation in their academic performance. The researcher recommended that Teacher should build on what is heard from the students and share his/her personal experience with the students in order for the students to feel free in expressing their own worries, stories and interest, literacy centres should demonstrate positive attitudes and learner’s social interaction these can effectively enhance teaching and learning towards the accomplishment of good students’ academic performance in the literacy centres.
Table of Contents
1. Introduction
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Objectives
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Delimitation of the Study
1.7 Operational Definition of Terms
2. Review of Related Literature
2.1 Theoretical Framework
2.2 Conceptual Framework
2.2.1 Concept of Adult Learning
2.3 Learner’s Academic Performance
2.4 The Impact of Social Interaction on Student Learning and Academic Performance
2.5 Social Interaction among Teachers
2.6 Empirical Review
2.7 Summary and Uniqueness of the Study
3. Research Methodology
3.1 Research Design
3.2 Population
3.3 Sample and Sampling Technique
3.4 Instrumentation
3.4.1 Validation of research instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
4. Data Analysis Findings
4.1 Data Analysis
4.2 Summary of Findings
4.3 Discussion of Findings
5. Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendations
Research Objectives & Core Themes
This study aims to examine the impact of social interaction among learners on their academic performance within literacy centres in the Kumbotso Local Government Area, Kano State, to provide evidence-based strategies for improving teaching and learning outcomes.
- Analysis of social interaction patterns and their influence on academic performance.
- Evaluation of psychological characteristics as determinants of learner participation.
- Investigation into how economic factors affect student engagement.
- Assessment of the role of classroom interaction and teacher-student relationships.
- Identification of effective pedagogical methods to boost adult learner motivation.
Excerpt from the Book
2.4 The Impact of Social Interaction on Student Learning and Academic Performance
The literature on the economics and sociology of education has long studied the determinants of pupils’ achievements at school. Whilst most of the variation in performance is explained by student’s own inputs –ability, dedication, and family background– (Hanushek 1986, Ermisch & Francesconi 2001, Fertig 2003, Woessmann 2004), and literacy centre inputs and technologies – teachers, quality of teaching, incentives structure– (Hanushek 1971, Hanushek, Kain, Markman & Rivkin 2003, Hanushek & Rivkin 2006), factors related to social interaction with others are found to be significant determinants of literacy centre performance. Two main directions have been taken.
The first line of work relates to how the behaviour and characteristics of classmates – generally referred to as peergroup effects– can benefit or harm student’s own performance (Manski 1993, Cutler & Glaeser 1997, Hanushek et al. 2003). Other studies focus on whether neighbourhood characteristics – i.e. outside the literacy centre – can influence what happens within the literacy centre (Borjas 1995, Cutler & Glaeser 1997, Lazear 1999). According to some of these investigations, particularly ‘bad’ neighbourhood conditions, such as high unemployment and high levels of poverty and crime, can deter learners from performing to the best of their abilities. In both peer-group and neighbourhood effects literature, great attention has been given to the problems of correctly identifying these effects (Manski 2000, especially) and to alternative ways to get around these issues (non-linear functional form estimation in Brock and Durlauf 2001, 2002; laboratory experiments in Falk and Ichino 2003; randomized experiments in Duflo et al 2004 and Miguel and Kremer 2004; group changing interventions in Sacerdote 2001, Zimmerman 2003, Kremer and Levy 2003; instrumental variables Case and Katz 1991 and Hanushek et al 2003; explicit modelling of selection IOANNIDES and Zabel 2003 –see Soetevent 2006 for an excellent literature review).
Summary of Chapters
Chapter One: Provides an introduction to the background, problem statement, research objectives, and significance of the study regarding adult literacy and education.
Chapter Two: Reviews literature on socialization theory, conceptual frameworks of adult learning, and the impact of social interaction on academic achievement.
Chapter Three: Details the research methodology, including the survey design, population selection, instrumentation, and data collection procedures used in the study.
Chapter Four: Presents the analysis of findings derived from the collected data, highlighting the relationship between social interaction and academic performance.
Chapter Five: Summarizes the study findings, provides a concluding analysis, and offers recommendations for improving literacy center outcomes.
Keywords
Social Interaction, Academic Performance, Literacy Centres, Adult Learning, Peer-group Effects, Classroom Interaction, Andragogy, Student Participation, Socio-economic Status, Educational Achievement, Teacher-Student Relationship, Psychological Determinants.
Frequently Asked Questions
What is the core focus of this research?
The study investigates how social interactions among learners impact their academic performance within adult literacy centres located in the Kumbotso Local Government Area of Kano State.
What are the central themes discussed in the work?
The central themes include the role of socialization in education, peer-group influences, the importance of teacher-student relationships, and psychological as well as economic determinants of student participation.
What is the primary research question?
The research asks how social interactions and relationship dynamics between learners and teachers influence the academic achievement and participation levels of adult students.
Which scientific methodology does the researcher employ?
The study utilizes a descriptive survey research design, employing questionnaires for data collection and frequency, percentages, and tables for statistical analysis.
What does the main body of the work cover?
The body of the work covers the theoretical and conceptual frameworks, a review of empirical literature on social interaction, the research methodology, and a thorough analysis and discussion of survey results.
How would one characterize this work with keywords?
The work is characterized by terms such as social interaction, adult learning, academic performance, literacy centre, and pedagogical strategies.
How does the study define an "adult learner"?
In this research, an adult learner is defined as a grown-up individual who engages in continuous learning activities to promote sustained changes in their thinking, values, or behaviors, often driven by diverse personal motives.
What is the author's primary recommendation regarding teacher behavior?
The author recommends that teachers should actively share personal experiences, practice empathy, and build upon student contributions to foster an environment where students feel free to express their worries and interests.
What role does the "neighborhood effect" play in the student's performance?
The study notes that neighborhood conditions, such as high unemployment, crime, or poverty, can negatively influence a student's ability to perform to their full potential, as these factors exist outside the formal classroom environment.
- Citar trabajo
- Zahradden Adam (Autor), 2019, Impact of Social Interaction among Learners on Academic Performance in Literacy Centres. A Case Study of Kumbotso Local Government Area, Kano State, Múnich, GRIN Verlag, https://www.grin.com/document/512380
